LB 
15 2.5 



Atithos 



Title 



Imprint 



How to 

Teach 

Beginners to 

Read. 

Thought Method. 



QUIGLEY 



:' •- i 



HOW 

TO TEACH BEGINNERS 
TO READ 

THOUGHT METHOD 






BY 

E. M. QUIGLEY 

SUPERVISOR OF PRIMARY WORK 

TROY, N. Y. 



COPYRIGHT, 1906 
BY E. M. QUIGLEY 






J LIBRARY of CONGRESS J 
Iwo Copies Received I 

OCI 30 iW 

Copsmahf Errtiy 

CLASS /} XXC, No. 
COPY B. f 




PREFACE 

As reading is the most important subject to the primary child 
great care should be taken that the best method be employed in 
presenting it. 

The main object in teaching reading is to train the child to 
interpret the thoughts of others and to express them naturally 
as if they were his own. This is best done by the thought 
method. The child should never begin to read with less than 
a sentence. 

The teaching of words and their meaning, sounds, etc., should 
be used as a means, only, in getting the thought, never as an 
end in themselves. As soon as the teacher becomes acquainted 
with the little folks, the first step is to get them to talk easily and 
naturally about familiar objects, things they have seen, etc., to 
answer questions correctly and intelligently and to express them- 
selves in complete and connected sentences. This will not be 
found a difficult task as the children think in sentences and have 
talked at home and to their little companions in complete senten- 
ces long before they entered school. An attempt, then, by the 
teacher to teach reading to little children by the a, b, c, word, 
phonic, or any method that takes from the thought is a great mis- 
take. 

Some time should be spent in conversational lessons ; then from 
three to four months in development work from the blackboard. 

The work should be presented in the following order : 

1 Object. 

2 Spoken thought. 

3 Written thought. 

4 Recognition of words in sentences and their meaning. 

5 Transition from script to print. 

The lessons to be developed and read by the pupils should 
always be prepared in advance by the teacher. In preparing 
these lessons the sentences should be arranged in an orderly 
sequence; then the blackboard development lessons will train 
the children to think in an orderly way. This training will be 
very valuable later in the composition work, helping the chil- 

3 



dren to an orderly and logical arrangement of their ideas in 
written as well as oral work. 

Use objects in the early development lessons. If objects can- 
not be obtained, use pictures; in every case the real object is 
better than a picture, a picture, however, is better than nothing. 

The outline given in this little book consists of two parts. In 
the first part the "foundation" words are developed in sentences. 
The one hundred words included in this list are the most import- 
ant ones in the language. They are part of the spoken vocabu- 
lary of every little child long before he enters school and should 
be among the first to be developed and their written form mem- 
orized by the children of first grade. 

If you select a paragraph from any book or paper, and with 
a lead pencil draw a line through these little words as often as 
they occur, you will find that from one-half to two-thirds and 
sometimes nearly three-fourths of the words in that paragraph 
have been crossed out. 

In order to facilitate the instruction in reading, the first grade 
teacher will find it a wise plan to develop these words in sen- 
tences at the very earliest stage of the work. She will endeavor 
by every aid and device she can think of to make the little chil- 
dren not only recognize their written and printed form but also 
their relation to other words in the sentence. 

Children even those in higher grades often make mistakes in 
calling these little words. Who has not heard a child say "saw' 1 
for "was," "that" for "what," "then" for "when"? If the chil- 
dren of first grade are drilled daily on these words in sen- 
tences no such rediculous mistakes will ever be heard. When 
teaching sounds show that we get ready to blow out a lighted 
match every time we make the "wh" sound and always place our 
tongue under our upper teeth when we make the "th" sound. A 
few such drills given during the phonic period will enable the 
children to see the difference between these groups of words. 
(The sound drills should be entirely distinct from the reading.) 

In reviewing the words the children should be required to use 
them in sentences. 



The games found in this book may be used in fixing these 
words, also any other devices thought of by the ingenious teacher. 

A set of cards, two words printed on each, has been prepared 
to help fix this foundation list of words. The teacher holds up 
a card, the child names the words and uses them in original 
sentences. In this way these very important words will soon be- 
come old friends and as familiar to the children as the faces of 
their little schoolmates. 

The teacher will find that the time given these drills will be 
time profitably spent as results will show both in the blackboard 
development work as well as when the child begins to read from 
books. 

It is a well known fact that children love rhymes and jingles. 
With this thought in mind the "foundation" list of words has 
been arranged to rhyme. (We say, "The little words got tired 
of being in books and newspapers with the great, long hard words 
all the time and thought they would have a party all by them- 
selves. A, an, and the gave the party. The hard words were 
not invited.") 

Write the first verse of WORD PARTY on the blackboard 
using colored crayon for words in large type, only, (color of 
party dresses) red for first verse, yellow for second, etc., thus 
giving a lesson in color and at the same time fixing in the minds 
of the little ones the word representing each color. 

When the verse has been memorized, let each child come to 
the board, and, while reciting, touch with the pointer and em- 
phasize the words written in color. (Do not allow the child to 
touch "and" or "with" with the pointer.) Later the words may 
be written in columns for a reference list or in sentences for 
review. 

There is very little difficulty experienced in developing name, 
quality, or action words ; it is the little abstract words that make 
the most trouble. Every teacher of reading in first grade can 
readily see how this device will aid in helping the children to 
recognize quickly these little words in all reading matter. 

Every little child should be able to recognize, use in sentences, 
write, and spell all these little words before being promoted to 
second grade. 



THE WORD PARTY. 

(Given by a, an, and the. ) 
Air "Jolly Old Saint Nicholas." 

I and you and he and she, 

We and it and they, 
My and your and his and her, 

All are here at play. 

Is came with are and was with were, 

Has with have and had, 
May with can and shall with will, 

See with say and said . 

In and out walked up and down, 

With to and two and too, 
Me and him with us and them, 

How and now with who. 

Yes played with no and off with on, 

Or with nor and for, 
Be and by and but and if 

With some and many more. 



This and that and these and those, 
Then and there and their, 

Why and which and what and when 
Ran 'round 'most every where 

Ever, never, any, such, 

Each danced once with could 
Well and not,so f very, much 

Played tag with would and should. 

Under, over, far, across, 

About, above ,away, 
As and from,— all baby words, 

How many can you say? 

We'll meet again in reading books, 

In pretty stories, too, 
You'll help us read our stories well, 

If we remember you. 



CONVERSATIONAL LESSONS AND BLACKBOARD DE- 
VELOPMENT LESSONS 

The following lessons are given as hints and suggestions for 
conversational lessons, also for development of "foundation" 
words. Later these lessons may be used as a guide in the first 
steps of the development work from the blackboard. 

The children should always give the stories. 

Always insist upon the questions being answered in complete 
sentences, as, "What is your name?" "My name is Mary 
Brown," not, "Mary Brown." 

Insist also upon an answer to the question asked, as, "Where 
do you live?" "I live on State Street," not, "My home is on 
State Street." The latter answers the question "Where is your 
home?" If we wish to develop the word "home" in a sentence, 
we ask a question containing that word and require the child to 
use the same word in answering for the sake of repitition. 

In these preparatory lessons which we use first for conversa- 
tional lessons and later for blackboard sentences reading, the 
teacher may use any objects, the names of which are found in the 
vocabulary of the first book to be read. Only four objects, — 
book, top, doll, and pen are used in these lessons, because just at 
this stage of the work the leading thought should be the develop- 
ment in sentences of the foundation list of words. These words 
enter so largely into all reading matter that too much attention 
cannot be given them in first year reading. 

In connection with these lessons the set of cards prepared for 
drill on this very important list of words should be used and the 
"WORD PARTY" sung, one verse at a time. 

Give a child a book. 

"What have you, John?" "I have a book." 

"Watch the chalk tell John's story, children." 

I have a book. 

I have a book. 

I have a book. 

8 



Have John, still holding the book, slide the pointer through 
the sentence and tell the story. 

"John, please give the book to Mary. Mary may tell the story." 

Do not refer to words until all have read. 

Then, "What does the story say you have, John?" 

"Show me the book." 

Now find "chalk book." "Cover "chalk book" with your 
book. "Please find book again." 

"Nellie may find the word that tells who has the book." 

"Cover "chalk I" with your hand. Find have, etc.. 

When every child can read the sentences in the day's lesson, 
recognize the words and use them in original sentences, the words 
may be written in columns on the blackboard in full view of the 
children to be used later as a reference list. (Their position on 
the blackboard should be changed frequently.) 



Teacher holding pen 


—"What have I, 


May?" 


You have a pen. 






You have a pen. 






You have a pen. 






Boy with top, — 






He has a top. 






He has a top. 






He has a top. 






She has a doll. 


We have books. 


They have pens. 


She has a doll. 


We have books. 


They have pens. 


She has a doll. 


We have books. 


They have pens. 


Then, — 




fpen. 


I have a book. 


*I 


*I book. 


You have a pen. 


You 


you top. 


He has a top. 


He 


he doll. 


She has a doll. 


She 


she pens. 


We have books. 


We 


we books. 


They have pens. 


They 


they 



•Foundation words. tName-words from reader. 

9 



Have I a book? 


have 


Have 


Have you a pen? 


has 


Has 


Etc. 


had 


Had 



No new lesson should be begun until the fifteen words included 
in the above list can be easily and quickly recognized also used 
in original sentences by the children. 



Other suggestive lessons, — 



I am a boy. 






i 


You are a girl. 


am 


Am 


boy 


He is a boy. 


are 


Are 


girl 


She is a girl. 


is 


Is 


boys 


We are boys. 




1 


girls 


They are girls. 








Change sentences given above to questions. 




I was here. 


was 


Was 




You were there. 


were 


Were 




He was here. 


here 


Here 




She was here 


there 


There 




We were here. 








They were there. 








It is my book. 


my 


My 




It is your pen. 


your 


Your 


This 


It his top. 


his 


His 


That 


It is her doll. 


her 


Her 


These 


It is our book. 


our 


Our 


Those 


It is their top. 


their 


Their 





Change "It is" to This is, That is, Here is, There is, are, was, 
were, also These and Those. 

10 



Make the stories true. 



You can see me. 


can 


You can see him. 


me 


You can see her. 


him 


You can see us. 


us 


You can see them. 


them 


Come in here. 


in 


Come up to me. 


out 


Go out there. 


up 


Go down to him. 


down 


You may go too. 


to 


I see two boys. 


two 




too 



see 



Continue in this manner until all the "foundation" words have 
been developed. 

The following lessons will be found an excellent test of the 
ability of the children to read sentences composed almost wholly 
of the words in the foundation list. Twenty of these words may 
be found in Lesson I. 

The position of these words in the different sentences should 
be changed frequently by changing statements to questions, trans- 
posing the words or writing new sentences containing them. 





LESSON I. 






Have you my pen ? 


Have 


you 


my 


Yes, I have your pen. 


Yes 


I 


your 


Has he her doll ? 


Has 


he 


her 


No ; she has his top. 


No 


she 


his 


We had their books. 


We 


had 


their 


They had our pens. 


They 


our 


all 


All the books are here. 


are 


here 





11 



Go to school, May. 
You may go, too, Tom. 
You have two books. 
Give me that book. 
Give him this book. 
Give us these pens. 
Give them those pens. 



ON II. 






to this 


them 


go 


two that 


him 


school 


too these 


may 


give 


me those 


us 





Where are you, Tom ? 
I am up in this tree. 
Look down at me, Tom, 
I am under the tree. 
What did you say? 
I said I could see you. 
Do not go away, Grace. 



DN III 








where 


am 


not 


look 


what 


at 


under 


nest 


say 


in 


away 


tree 


said 


up 


could 


Tom 


down 


the 




Grace 
did 



LESSON IV. 



Look for the nest, Tom. 

Can you see it? 

Not now, it is high above me. 

Fly out of the nest, little bird. 

I shall soon be with you. 

Then you or I will sing 

May and I will sing for you, too 



or 

for 

can 

it 

out 

of 



shall 

soon 

be 

with 

not 

now 



is 

high 

above 

will 

then 

and 



LESSON V. 



bird 
sing 
little 



How many will sing ? 
Give each one a book. 
Has every one a book, now? 
Who would like to sing? 



many 
each 
one 
every 

12 



how 
must 
about 
should 



robin 
dear 



You should try, May. who 

You could sing about the robin. 
You must try, dear. 

LESSON VI. 



could 



vvnere is your scnooir 


was 


ever late 


Is it very far from here ? 


very 


never 


No, it is over there. 


far 


over 


It is across the way. 


from 


there 


Once I was late. 


across 


were 


Were you ever late ? 


once 




No, I was never late. 






LESSON VII. 




Who has some cake? 


some 


any cake 


Have you as much as May ? 


much 


on table 


Tom has the most. 


more 


as 


Do not eat any more. 


most 


been 


What is on the table? 






Take it off, May. 






Where have you been ? 






LESSON VIII. 




It is such a cold day. 


such 




I never was so cold. 


so 




Sit by me, May. 


by 




Why is n't Tom going? 


Why 




He is going when it is time. 


when 




Grace will go if I go. 


if 




One, two, three, four, five 


one 


six 


Bees are in the hive, 


two 


seven 


Six, seven, eight, nine, ten, 


three 


eight 


All are out again. 


four 


nine 




five 


ten 



13 



PART II. 

A Beginner's Vocabulary. Developed by the Thought Method. 

The development lessons which follow are simply suggestive 
and were prepared as an aid in systematizing the work. 

The words in the foundation list are not considered in these de- 
velopment lessons, although the children are supposed to recog- 
nize them at a glance. In this way the whole attention may be 
given to the new words. These words will be found to comprise 
almost the entire vocabulary of the average primer or first book. 

These lessons will be found helpful as a guide. The teacher 
will know at all times how much of the work has been accom- 
plished also what part of it remains to be completed. 

When the forty short lessons have been developed so that the 
children can read at sight short sentences built from the two 
hundred words developed, and are also well acquainted with the 
foundation words, the first grade teacher may be sure that her 
pupils will be ready to read any primer or easy first reader placed 
in their hands. Familiarity with the foundation words alone 
will go more than half way toward reaching this end. The 
phonic drills, too, if properly conducted, will give the children 
added power to recognize new words themselves without taking 
from the thought. 

I. 



look 



Look, mama, look. 



see 


See baby. 


baby 


Mamma can see baby. 


mamma 


Baby can see mamma, 




II. 


doll 


See my doll. 


little 


My doll is little. 


play 


I like my little doll. 


like 


I play with it. 




I play I am mamma. 




I like to play. 



14 



III. 



May 


This is May. 


Tom 


May is my big sister. 


big 


Tom is my big brother. 


sister 


I love my brother Tom. 


brother 


I love my sister May. 


love 


I play with Tom and May, 




IV. 


top 


Tom has a top. 


hoop 


May has a hoop. 


spin 


Tom can spin his top. 


roll 


May can roll her hoop. 



Fred 

Alice 

Good morning 

going 



bird 
tree 
nest 
fly 



Spin your top, Tom. 
Roll your hoop, May. 

V. 

Good morning, Fred. 
Good morning, Alice. 
Where are you going, Fred? 
I am going to school. 
Where are you going, Alice? 
I am going to school, too. 

VI. 

I see you, little bird. 
You are up in the tree. 
Have you a nest, little bird ? 
Yes, my nest is in this tree. 
Fly to your nest, little bird. 
I like to see you fly. 
I can not fly. 



15 



REVIEW 

See my mamma. 

Look at baby. 

May is my sister. 

Tom is my brother. 

Can you spin a top? 

Yes, I can roll a hoop, too. 

Good morning, Fred. 

Are you going to school? 

The nest is in the tree. 

Fly, little bird. 

I love mamma and baby. 





VII. 


mouse 


See the little mouse. 


catch 


Kitty can see you, little mouse. 


run 


Run to your mamma. 


kitty 


Kitty will catch you. 




Kitty likes to catch a mouse. 




Run, run, little mouse. 




VIII. 


robin 


I am a robin. 


sing 


My nest is in the cherry tree. 


song 


I love a red cherry. 


pretty 


I can sing a pretty song. 


cherry 


Here is a cherry, little robin. 




Sing your pretty song. 




IX. 


Frank 


Where did Frank go? 


went 


He went to the store. 


go 


Did Tom go to the store? 



16 



did 

store 

school 

Anna 
goldfish 
fins 
swim 



do 

name 

girl 

boy 

John 

good=by 



Willie 
throw 
ball 
back 



No, Tom went to school. 

Frank went to the store for mamma. 

Frank will go to school, too. 

X. 

Anna has a goldfish. 
The goldfish can swim. 
It has fins. 

It swims with its fins. 
Swim, little fish, swim. 
Anna loves her goldfish. 

XL 

How do you do, little girl? 
How do you do, little boy ? 
What is your name, little girl? 
My name is May. 
What is your name, little boy ? 
My name is John. 
Good-by, May. 
Good-by, John. 

XII. 
Willie has a ball. 
Willie can throw the ball. 
Throw the ball to me, Willie. 
I will throw it back to you. 
Roll the ball back to me, Tom. 

REVIEW 

Run, little mouse. 
Kitty will catch you. 
Frank went to the store. 
Did he go to school? 



17 



Jack 

papa 

ride 

pony 

horse 



Ned 

give 

gave 

oats 

eat 



cow 

milk 

sweet 

drink 

water 

dear 



Anna's goldfish can swim. 
It has fins. 

Throw the ball back, Willie. 
The robin is in the cherry tree. 
It can sing a pretty song. 
How do you do, John? 
Good-by, little girl. 
Good-by, little boy. 

XIII. 

Jack is papa's horse. 

I have a pony. 

Can you ride on your pony? 

Yes, I can ride on papa's horse, too. 

Papa's horse likes me. 

The pony likes me, too. 

Jack likes the pony. 

XIV. 

Ned is my pony. 

Who gave you the pony ? 

Papa gave me the pony. 

I give Jack oats to eat. 

I give Ned oats to eat, too. 

XV. 

Tom has a cow. 

The cow gives milk. 

The milk is sweet. 

I like to drink sweet milk. 

You like to drink water. 

I will give you some water. 

You dear, dear cow. 



18 



XVI. 



dog 

Tip 

tricks 

beg 

meat 



rose 

lily 

get 

got 

garden 



face 

hands 

wash 



Tip is Tom's clog. 

He can do tricks. 

He likes to do tricks. 

He can beg for meat. 

Beg for meat, Tip. 

Here is some meat for you. 

You are a good dog. 

XVII. 

Where did you get the rose? 
I got it in the garden. 
Where did you get the lily? 
I got the lily in the garden, too. 
What a pretty garden ! 
Get a rose and lily for me. 

REVIEW 

Papa rides on his horse. 

I ride on my pony. 

Give Jack some oats to eat. 

Tom gave Ned some oats. 

The cow gives sweet milk. 

Drink some water, dear cow. 

Did you get a rose in the garden? 

Yes ; I got a lily, too. 

My dog can do tricks. 

He can beg for meat. 

XVIII. 

Is my face clean, mamma? 
No, dear, your face is not clean. 
Your hands are not clean. 



19 



clean 
neat 



time 
late 
bell 
ring 



learn 

read 

write 

spell 

books 



paper 
pen 

teacher 
blot 



sun 



I must wash my face and hands. 

Now you look neat. 

My teacher likes neat boys. 

XIX. 

What time is it? 
It is time for school. 
Did the bell ring? 
No, the bell did not ring. 
The bell will ring soon. 
Are we late, mamma? 
No, you are not late. 
You will be in time. 

XX. 

What do you do in school? 
We learn to read. 
We learn to write. 
We learn to spell. 
We read from books. 
We spell from books. 
We write on paper. 

XXI. 

My papa writes on paper. 

I write on paper, too. 

My papa writes with a pen. 

I write with a pen, too. 

I do not blot my paper. 

My teacher does not like blots. 

We all love our teacher. 

XXII. 

The sun is in the sky. 

20 



moon 

sky 

light 



grass 

flowers 

rain 

helps 

grow 



leaf 

leaves 

maple 

oak 

pick 



The moon is in the sky. 

The sun gives light. 

The moon gives light. 

The sun gives light to the moon. 

XXIII. 

See the green grass. 

See the pretty flowers. 

I love the grass and flowers. 

Rain helps flowers grow. 

Rain helps grass grow. 

The sun helps them grow, too. 

XXIV. 

Tom has a maple leaf. 
May has an oak leaf. 
The maple leaf is red. 
The oak leaf is green. 
We will pick more leaves. 
I will pick red maple leaves. 
You pick green oak leaves. 

REVIEW 

Wash your face and hands. 

Be clean. Be neat. 

Is it time to ring the bell ? 

Do not be late. 

We learn to read in school. 

We read from books. 

We can write and spell. 

I can write with a pen. 

Do not blot the paper. 

The sun gives light to the moon. 



21 



dolly 

cross 

cry 

cries 

sick 

does n't 



grandpa 

keeps 

hens 

ducks 

barn 



Rain helps flowers grow. 
It helps grass grow, too. 
I have a red maple leaf. 
You pick green oak leaves. 

XXV. 

Is your dolly ever cross. 

No, my dolly is never cross. 

Does n't she ever cry ? 

No, she never cries. 

Does n't she cry when sick ? 

Dolly is never sick. 

Baby cries when she is sick. 

XXVI. 
Grandpa keeps hens. 
He keeps ducks, too. 
He keeps the hens in the barn. 
He keeps the ducks in the barn, too. 
Grandpa gives them corn to eat. 
They like corn. 



» 


XXVII. 


eggs 


Where did you find the eggs ? 


find 


I found them in the barn. 


found 


How many did you find? 


put 


I found six eggs. 


basket 


Put the eggs in the basket. 




Which basket, papa? 




Put them in the little basket 




XXVIII. 


sew 


Can you sew, Rose? 


make 


Yes, I can sew. 



made 
dress 
Rose 



new 

flag 

stars 

stripes 

cheers 



house 

window 

door 



I can make a dress. 
I made a dress for my dolly. 
Mamma made a dress for me. 
I will make a dress for your doll. 

XXIX. 

I have a new flag. 

See my new flag, Rose. 

It is red, white, and blue. 

It has stars and stripes. 

The stripes are red and white. 

The stars are like stars in the sky. 

Three cheers for the stars and stripes ! 

Three cheers for the red, white, and blue ! 

REVIEW 

Is dolly ever cross? 

No, she is never cross. 

Does baby cry when she is sick? 

Grandpa keeps hens and ducks. 

He keeps them in the barn. 

Where did you find the eggs ? 

I found them in the basket. 

Rose can sew. 

She can make a dress. 

She made one for my doll. 

See my new flag. 

It is red, white, and blue. 

Three cheers for the stars and stripes ! 

XXX. 

This is my doll house. 

It has windows and doors. 

There is a front door. 



23 



front 
sit 



There is a back door. 
You can sit at the front window. 
You can sit at the front door. 
It is a pretty little house. 



chairs 
table 
dishes 
box 



XXXI. 

See my little table. 
See my little dishes. 
See my little chairs. 
Mamma gave me the table. 
Grandma gave me the dishes. 
Grandpa made the chairs. 
The dishes are in a box. 



tub 

clothes 

soap 

rub 

hang 

line 



Mother Hen 

chicken 

sleep 

wings 

warm 



XXXII. 

The tub is in the doll house. 
I wash dolly's clothes in the tub. 
I rub soap on the clothes. 
Soap cleans the clothes. 
Then I rub and rub and rub. 
I hang the clothes on the line. 
I like to hang them on the line. 

XXXIII. 

This is Mother Hen. 

She has ten little chickens. 

What do your chickens do, Mother Hen ? 

They eat and sleep. 

Where do they sleep, Mother Hen ? 

They sleep under my wings. 

It is warm under my wings. 

They like to keep warm. 



24 



squirrels 

nut 

acorn 

winter 

feed 



bees 

bee 

honey 

mother 

work 



buttercup 



XXXIV. 
I see two little squirrels. 
One has a nut. 
The other has an acorn. 
Squirrels like nuts. 
They like acorns, too. 
They get them for the winter. 
In winter they feed the baby squirrels. 

REVIEW 

The doll house has a door. 

Sit at the front window. 

I have chairs and a table. 

Put the dishes in the box. 

Put the clothes in the tub. 

Rub soap on them. 

Hang them on the line. 

Mother Hen's little chickens are asleep. 

It is warm under her wings. 

Squirrels like nuts and acorns. 

In winter they feed the baby squirrels. 

XXXV. 

Oh, see the little bee ! 

The bee makes honey. 

Honey is good to eat. 

I like bread and honey. 

Honey is sweet. 

Do all bees work? 

No, mother bees do not work. 

Our mothers work. 

XXXVI. 

O, look, look! 

25 



daisy 

daisies 

field 



butterfly 

caterpillar 

asleep 

woke 

hurt 



cups 
saucers 
plates 
teapot 
sugar = bowl 



bicycle 
Uncle Jack 
birthday 
present 



See this pretty buttercup. 

I found it in the field. 

Have you a buttercup, Rose? 

No, Ihave two daisies. 

I found the daisies in the field. 

One daisy and one daisy are two daisies. 

XXXVII. 

What a pretty butterfly. 

Once this butterfly was a caterpillar. 

The caterpillar fell asleep. 

When it woke it had wings. 

It was a butterfly. 

I will not hurt you, pretty butterfly. 

Do not hurt caterpillars. 

XXXVIII. 

These are my cups and saucers. 

I have plates too. 

The cups and saucers are on the table. 

Put the plates on the table. 

Put the sugar-bowl on the table. 

Here is the teapot. 

Put some tea in the teapot. 

XXXIX. 

I have a bicycle, Tom. 

Who gave you the bicycle, Frank? 

Uncle Jack gave it to me. 

It was a birthday present. 

Uncle Jack always gives me a birthday pres 

ent. 

Don't you wish he was your Uncle Jack ? 



26 



XL. 



knives 

forks 

spoons 

tea 

sugar 



Have you knives, forks and spoons ? 

Yes, I have little knives, forks, and spoons. 

Please give me a knife and fork. 

Give May a spoon. 

Put sugar in the sugar-bowl. 

Put tea in the teapot. 

Ask mother for some more tea and sugar. 



REVIEW 

Bees make honey. 

Mother bees do not work. 

Buttercups are field flowers. 

Daisies are field flowers, too. 

A caterpillar fell asleep. 

It woke a butterfly. 

Do not hurt butterflies. 

Uncle Jack gave me a bicycle. 

It was a birthday present. 

I have cups and saucers. 

I have a teapot and sugar-bowl. 

See my knives, forks, and spoons. 

Ask for some tea and sugar. 

Let us have a party in the doll house. 

SING TO ME 

Little robin in the tree, 

Sing to me, sing to me, 
Sing of roses in the garden, 

Sing of pretty stars above 
What do you think they're saying? 

God is Love, God is Love. 



27 



Robin in the cherry tree, 

Sing to me, sing to me, 
Tell me, pretty little robin 

As you trill your joyous song, 
To be patient, kind, and loving, 

All day long, all day long. 

Pretty robin in your tree, 

Sing to me, sing to me, 
That, like you, I may bring sunshine 

To the hearts that pass my way, 
And grow kinder, nobler, sweeter, 

Every day, every day. 

When the work has been completed thus far, the children will 
be able to recognize and use correctly in original sentences about 
three hundred words. These words represent the vocabulary of 
a majority of the primers and first readers now used in the 
schools. 

Every one of these three hundred words has been developed 
in a sentence, the child giving the sentence. The words have 
been reviewed in sentences and the child in reading from the 
blackboard has been trained to look ahead and take in an "eye- 
full" of words, or in other words master the thought before read- 
ing aloud. Every first grade teacher can readily see how valu- 
able this training is in teaching beginners to read. 

It is utterly impossible for the child to get the thought if he 
is looking for words, sounds, or if he is allowed to spell the words 
before reading. 



28 



SUGGESTIONS FOR DEVELOPMENT WORK 

The following lessons, taken from the THOUGHT METHOD, 
PART II, will illustrate the most important points which should 
be brought out in the blackboard instruction. 

bird 1 see you, little bird. 

little You are up in the tree. 

nest Have you a nest, little bird? 

tree Yes, my nest is in this tree. 

fly Fly to your nest in the tree, little bird. 

I like to see you fly. 

I can run. You can fly. 

The new words to be developed, (those at the left) have been 
taken from the vocabulary of the first book to be read by the 
children. 

The strong points referred to above, as illustrated in this type 
lesson, are the following: 

1. ' Continuity or logical sequence. 

2. Repetition of new words. (Each new word appears three 
times). 

Personification. The child talks to the bird and the bird to the 
child. This, every teacher knows is an invaluable aid in securing 
good expression. 

4. Dialogue or conversation. This has the same object in 
view, — getting natural expression from the child. 
Object used, bird, nest, and branch of tree, 

or 
Drawing on blackboard, 

or 
A story like the following told the children, — 

"A little girl stood under an apple tree. Looking up she saw 
a dear little bird looking down at her. She wished the little bird 
to know that she saw him. What did she say, Mary?" 

She said, "I see you, little bird." 

29 



Now watch the chalk tell Mary's story. (Of course the word 
sentence is correct, but "story" appeals more to the imagination 
of the child.) 

If Mary cannot be heard, say, "Who will tell the story loud 
enough for all to hear?" If good expression is lacking, ask some 
one to tell the story as if he were really talking to the bird, etc., 
thus making strong the important points. 

When the third sentence has been developed and written on 
the blackboard by the teacher, ask a child to read the three stories. 
Continue in this way until the whole lesson has been developed. 

Have as many pupils as time will allow read the whole lesson 
and reward in some way those who read it correctly and with 
good expression. (A plus and times sign joined in the center 
will form a star that can be made quickly, its size to vary accord- 
ing to the quality of the reading. Colored crayon may be used 
for the best reading.) 

The use of the pointer in reading the lessons from the black- 
board is optional. Many teachers consider its use a hindrance 
instead of a help in thought reading and have discarded it en- 
tirely. 

The most successful teacher of reading is always the one who 
aids the child to form the habit of looking ahead while reading, 
— "taking in an eyeful of words." If the use of the pointer in 
reading from the blackboard or the finger in reading from the 
book is found a hindrance to the formation of this habit they 
should be discontinued. 

The pointer may, however, be made a factor in the successful 
teaching of reading in the first grade if the child is guided in 
the proper use of it. If allowed to point out the words one by 
one the child is forming the habit of reading word by word ; that 
is he is simply saying so many words and it will take more time 
to break up this most pernicious habit than to teach the subject 
correctly. The child should be trained to slide the pointer 
through the story once when studying the story and again, more 
rapidly when reading aloud. Once the pointer starts on its jour- 
ney there should be no stops. The second time, when reading 

30 



aloud, tell the child to "make believe" the pointer is an automo- 
bile and see how fast he can make it go. 

When the children are able to read this lesson correctly and 
with good expression the new words and their meaning may be 
drilled upon. 

"What is the story about ?" "The story is about a bird." 

"Willie may find the word bird." 

"Alice may find it again." 

"Who will find it in another story?" 

"What word tells the size of the bird?" 
"Tom may find the word little." 
"Nellie may find it in another story." 

"Alice may find the name of the bird's home." 
"Frank may find nest again." 

Continue in this way until the children are able to recognize 
every new word in the lesson. 

As a further test of their ability to recognize the new words 
quickly, very short sentences, each of which shall not contain 
more than five of the developed words, may be written on the 
blackboard, then quickly erased, and the children required to tell 
them, (visualization.) 

I see a bird. It is in the tree. 

The bird is little. The bird is in it. 

Can a bird fly? Fly to your nest. 

Fly, little bird. What a pretty nest ! 

I can see the nest. I cannot fly. 

Can you see it, May? Kitty can see you. 

&c. & c - 

The following lesson in the form of conversation, also taken 
from Development Lessons, Part II, illustrates how < very help- 
ful this form is in developing natural expression in reading. 
The lesson is very easily developed and two children may be 
allowed to act it. 

31 



Good morning, John. Good morning 

Good morning, May. John 

Where are you going, John? May 

I am going to school. going 

Where are you going, May? school 

I am going to school, too. good- by 

Good-by, May. 

Good-by, John. 

"One morning May met John on the street, what do you think 
she said to him ?" 

She said, "Good morning, John." 

When written on the blackboard ask Anna to say it as if she 
were really glad to see John. 

"John is a very polite boy; what do you think he said 
to May?" 

He said, "Good morning, May." 

When all can read the stories correctly and with good ex- 
pression drill upon the new words until the children can name 
them at sight, also use them in original sentences. 

While busy with the development work in class the children 
at their seats must be kept busy and quiet. If the teacher is 
obliged to stop during the blackboard instruction and call out 
to this one and that one, all interest and enthusiasm will be lost 
and the lesson may be set down as a failure. 

The development in reading will be found a thorough and sys- 
tematic training in language. It will lead the children to a log- 
ical arrangement of their ideas, also the intelligent expression 
of their thoughts. Before books are placed in their hands from 
which to read, they will be able to recognize and use correctly 
in sentences all the words included in the vocabulary of that book. 

Successful blackboard instruction will invariably give the fol- 
lowing all-important results, — 



1. Ability on the part of the child to grasp the thought ac- 
curately and quickly and give it in a pleasing tone of voice, using 
natural expression. 

2. Ability to recognize the words at sight and use them cor- 
rectly in original sentences, thus giving their meaning in the 
most practical way. 

One or two periods of from ten to fifteen minutes each should 
be given a place on the daily program of exercises to be devoted 
to sentence building and word review. In this time twenty or 
more words may be reviewed in sentences given by the children. 
In two periods forty words may be given a drill. This repre- 
sents about one-eighth to one-sixth of all the words to be de- 
veloped from the first book. 

In the early stages of development and sentence building ac- 
cept any sentence given by the little ones if correctly formed; 
later do not allow the building of sentences beginning with the 
pronoun /. Tell them you do not like to hear them talk about 
themselves all the time. * Then encourage them to tell long stories 
like big folks. 

Do not allow a child to read a sentence aloud until the thought 
it expresses is in his mind. The main thought at this stage of 
the work is to train the child to form the habit of looking ahead 
so as to take in with the eye a number of words at a glance and 
thus get the thought quickly and easily. 

In reviewing a reader, if proper training has been given, the 
children will naturally be quicker in looking ahead for the thought 
as well as in recognizing the words, and with a little encourage- 
ment will be able to read continuously. 

The practice of reading the sentences to themselves and then 
aloud may be continued too long and become a habit, which, like 
counting on fingers in adding, will be found very difficult to cor- 
rect. Many children have the ability to read continuously long 
before they are permitted to do it. When you think it is time 
for continuous reading, test each child separately. Have him 
read each sentence silently at first, then aloud. After reading 
the whole or a part of a lesson in the book, let him go back and 

33 



try to read without first reading the sentences to himself. Help 
him to hurry by naming the first word in every new sentence. 

All the words developed should be written on the blackboard 
either in columns or in sentences. This reference list of words 
should always be in full view of the children. 

A, an or the should never be considered separately but always 
in connection with the word which follows. 

Induce the children to read loud enough to be heard distinctly 
in all parts of the room and in a sweet tone of voice. 

The children may be helped in acquiring good expression by 
creating an interest in the lesson to be read, also by questioning 
them about the subject matter of the lesson. 



34 



GAMES AND DEVICES 

For Sentence-Building and Word Review 

Various devices may be used for sentence-building and word 
review. Those which introduce the play spirit in the form of 
interesting games have been found the most helpful. 

Irregular attendance and inattention have been recognized as 
the two greatest drawbacks in the successful teaching of little 
children. Children like play and the teacher who is full of de- 
vices and can vary the work by the introduction of a game occa- 
sionally in order that it may not grow monotonous is the one 
who will be able to secure and hold the attention of the children 
and make them love school. Some of the game devices that 
have helped follow, — 

BUYING WORDS 

(a) Words that have been developed are written on the 
blackboard but not in the same order as found in the reference 
list. The words may be called oranges, bananas, apples, etc. 
The child points to a word, names it, and uses it in a sentence. 
If this is done correctly the word is underscored to denote that 
it is sold. If the child does it quickly, colored crayon may be 
used. This is done to show the children the value of time and to 
encourage them to think quickly. The apple or banana marked 
in this way is supposed to be larger or better in some way. 

(b) A selection like one of the following may be written on 
the blackboard. Care should be taken that this selection should 
be composed of a great many familiar words, — as 

1 

"I have a little shadow 

That goes in and out with me, 
And what can be the use of it 

Is more than I can see. 
He is very, very like me 

From his heels up to his head; 
And I see him jump before me 

When I jump into my bed." 

35 



2 

"To do to others as I would 

That they should do to me, 
Will always make me kind and good 
And as happy as can be." 

3 

"Children, do you love each other? 
Are you always kind and true? 
Do you always do to others 

As you'd have them do to you?" 

Let the children "buy" the words they know and put them in 
sentences to show that they understand their meaning, leaving 
the unfamiliar words to be developed later. Nearly all the words 
in these selections will have been developed at a very early stage 
of the work. In the first the children are familiar with all but 
six — shadow, use, heels, head, jump, and before. These words 
may be used in sentences and thus become a part of the chil- 
dren's vocabulary. 

This device gives us a game, a reading exercise, a word drill, 
besides training the children to become accurate, quick, and at- 
tentive. 

RUNNING UP AND DOWN STAIRS 

One or more pairs of stairs may be drawn on the blackboard 
and a word or very short sentence written on each step. See 
who can run up and down stairs the quickest, telling the stories, 
putting the words in sentences, or naming the words quickly. 

CONDUCTOR 

Write the words at intervals to represent the names of the 
streets to be called out by the conductor of the car. If he does 
not know their names he is dismissed and a new one takes his 
place. 

FIREMAN 

Make a drawing of a ladder as if standing against the side 
of a house or barn. Write a word on each round of the ladder. 
If the house were on fire how many brave firemen could climb 
the ladder without falling and save a pet kitten or doggie ? 

36 



FISHING 

Draw a representation of water by passing the flat side of the 
crayon lightly over a portion of the blackboard ; then draw out- 
lines of large and small fishes in the water. Write a word on 
the back of each fish, and using the pointer for a fishing rod, 
see how many boys and girls can catch every fish in the pond. 

GRAB BAG 

Write words or short sentences on slips of paper and place 
them in a box or bag. Have the children come up, one at a 
time, draw a slip, tell the word, use it in a sentence or read the 
sentence quickly. 

VISUALIZATION 

(a) Write a short sentence containing familiar words on the 
blackboard and erase as soon as written. Ask how many can 
tell the story. Of course those who were not paying attention 
will not be able to do it. Write another short sentence and 
again erase. This time you will find that all or nearly all the 
children will be able to read the sentence. Gradually increase 
the length of the sentence, always building it from familiar words. 

(b) Have the children lay their heads on the desk and "make 
believe" to be asleep. Write a short sentence on the board, then 
tell them to "wake up" and read the story. Continue until eight 
or ten sentences have been written and read, thus reviewing 
quickly all words developed. 

(c) Write several sentences on the blackboard. Have each 
child point out a word, and use it in a sentence. If this is done 
quickly and correctly allow the child to erase the word. This 
may be kept up until the whole lesson has been erased. (The 
children always enjoy this privilege). 

PICKING FLOWERS OR FRUITS 

Have the children pick buttercups, daisies, golden rod, etc., in 
the fields, (words) lilies, roses, carnations, pansies, etc., in the 
garden, and see who will have the largest bunch of flowers. 

37 



Let them also pick apples from the apple tree, pears from the 
pear tree, plums from the plum tree, etc., (words). 

A RACE 

Write six or eight short sentences composed of words that 
have been developed on the blackboard. Have one child read 
all the stories beginning at the top and at the same time have 
another read the same sentences beginning at the bottom. The 
one who finishes first wins the race. Insist that both shall read 
each story silently before reading it aloud. The same game may 
be used for quick recognition of words arranged in columns. 



PHONICS 

The work in phonics should be entirely separate from the 
reading lesson and should be employed as a means only, never 
as an end in the teaching of it. 

While the reading is entirely distinct from phonics the drills 
given may be made a powerful aid in the teaching of this very 
important subject. 

Only familiar words or words found in the every day vocab- 
ulary of little children should be included in the list of words 
developed by sound, and the children should be required to use 
correctly in a sentence every one of these words. After a time 
this quick recognition of the meaning of a word and associating 
it with a thought will become habitual, and each new word will 
suggest a thought to the child. It can readily be seen how this 
will aid thought reading. 

The main objects in teaching phonics are : 

1. To train the ear and voice. 

2. To teach correct pronunciation. 

3. To remedy defects in articulation. 

4. To increase the child's vocabulary and to enable him to 
recognize new words for himself. 

38 



CHART I 



m 


n 








bl . . end 


pr. 


• ay 


tw . 


. ine 


f 


s— 


•5 


a 


a 


br. . ick 


sc . 


. urn 


wr . 


. ite 


t 


P 




e 


e 


cl . . ash 


sk. 


. ate 


gn. 


. aw kn 


1 


r 




i 


i 


cr. . ash 


si . 


. im 


sch. 


. ool 


h 


k= 


=c 


o 


o 


dr. . ink 


sm. 


. ell 


scr . 


. ape 


V 


z= 


= s 


u 


u 


fl . . our 


sn . 


• ug 


shr. 


. ill 


g= J 


g 




sh 


ch 


fr . . esh 


sp . 


. ot 


spl . 


. ash 


d 


b 




th 


th 


gl . . ad 


st . 


. ill 


spr . 


. ing 


w 


y 




wh 




gr . . and 


sw . 


. ell 


str . 


. oke 


S 


c 




qu = 
x= 


= kw 
ks 


pi . . an 


tr . 


. ick 


thr. 


. ill 












CHART II 




















PHONOGRAMS, 











an ed ink ug ave ie all ought 

at en it un ear ore are aught 

ack ent ing una eat ow air ould 

ap ell im ay eed old ast edge 

ad end ot ail ine ew ask ound 

ash ill ock ain ight ar ass etc. 

and ip op ate ide ark oon 

ag in od ake ind art oom 

est ick og ame y aw ock 



39 



Thousands of words may be built from these two charts when 
the children have been taught the sounds of the letters. 

Many thousand words may be added to this list when the com- 
mon prefixes and suffixes are used in word-building. The fol- 
lowing are a few that the children of primary grades may be 
allowed to use in this work: 

ing, ed, er, est, ly, ful, less, ness, tion, en, etc. 

un, en, re, ex, pre, dis, in, etc. 

Habits of speech formed in street association may be easily 
corrected when the children are drilled on the different sounds. 
The most common of these are, — 

Words beginning and ending with th (voice sound) as, in, 
this, that, father, mother, with, etc., also the breath sound, as in 
thumb, three, think, third, tenth, both, etc. 

Words beginning with zvh, as in wheel, while, white, wheat, 
zvhere, etc. 

Not sounding d's and t's distinctly in such combinations as 
the following, — Did you? Did n't you? Could you? Could n't 
you? etc. 

Not sounding last letter in going, coming, singing, etc. 

Not sounding t in such words as swept, slept, etc. 

Calling park, pawk ; dark, dawk ; water, watah, etc. 

The following words are built from the phonogram or sight 
word ill: 



ill 


milling 


chilly 


squill 


iller 


milled 


chilliness 


swill 


illest 


miller 


thill 


stiller 


illness 


millers 


thills 


stillest 


bill 


nill 


drill 


stillness 


bills 


pill 


drills 


quill 


billing 


pills 


drilling 


quills 


billed 


rill 


drilled 


quilling 



40 



rills 


driller 


quilled 


sill 


drillers 


trill 


till 


irill 


trills 


tills 


frills 


trilling 


will 


irills 


trilled 


tilling 


irilling 


twill 


tilled 


frilled 


twills 


tiller 


grill 


twilling 


tillers 


grills 


twilled 


wills 


skill 


shrill 


willing 


skilled 


shriller 


willed 


skillful 


shrillest 


willful 


ski//fully 


shrilly 


willfully 


ski//fulness 


shrillness 


wilfulness 


spill 


squills 


chill 


spills 


thrill 


chills 


spilling 


thrills 


chilling 


spilled 


thrilling 


chilled 


still 
etc. 


thrilled 



iill 

iills 

iilling 

filled 

filler 

gill 

gills 

gill 

gills 

hill 

hills 

]ill 

kill 

kills 

killing 

killed 

killer 

mill 

mills 



These words are given simply to show the number erf words 
that can be formed from a single phonogram, thus giving an 
idea of results which may be obtained from phonetic word- 
building. 

When the consonantal sounds have been drilled upon in pairs 
or singlv until all the children are perfectly familiar with them, 
the teacher may begin word-building in the following manner: 

Write a simple ending like at on the blackboard. Of course 
the children will recognize it immediately. Then say, "Let's have 
a guessing game. Let's think of a word that has at in it and see 
who can gues our thoughts." 

Teacher, "I am thinking of something we like to find at the 
door on a rainy day." 

41 



"A mat," will probably be the answer. 

Do not accept this answer. Insist upon being answered in a 

complete sentence, ''We like to find a mat at the door." 
"Now you think of a word, children." 

"Well, John, we will try to guess what you are thinking of." 
Mary, "Are you thinking of a kind of meat?" "No." 
"Are you thinking of something to wear?" "No." 
"Are you thinking of a little animal that is afraid of a cat?" 

"Yes." "A rat is afraid of a cat." 

This, of course will be slow work at first; but we are having 
the children talk in sentences and every new word developed in 
this way is accompanied by a thought, thus carrying out the 
plan outlined in the first part of this book. 

The following device used in making the "blend" has been 
found a great help in taking that step. In building words from 
at, let the children spread out their hands as if they were going 
to clap; while bringing the hands together have them make the 
sound of, say / continuously and when the hands touch say, at, 
thus making the word iat. 

Have the children separate and pronounce distinctly the fol- 
lowing words : 

Did you Did nt you Had you Had n't you 

Have n't you Don't you Could you Would you 

Can't you Won't you Could n't you Would n't you 

etc. 

In order to obtain and hold the undivided attention of the 
little folks, use any and all devices or games that will make the 
lesson interesting and pleasing to them. 

(a) Draw a tree on the blackboard. At the foot of the tree 
(root) write a phonogram with which you wish to form new 
words. The initial letters used in building the words may be 
the leaves or fruit, also birds in the tree singing to their little 
ones. (Child giving sounds of the letters.) If the phonogram 

42 



used is ay the leaves, fruit, or birds will be, m, M, r, R, s, w, 1, 
h, j, J, p, b, d, g, pi, pr, tr, Tr, st, gr, br, cl, dr, fr, sw, spr, etc. 

(Use green crayon for leaves, red for apples, etc.) 

(b) Draw a circle on the board, (world) write the phono- 
gram from which the words are to be formed in the center and 
the initial letters (the cities) around it. In drawing the circle 
use white crayon in winter (snow) and green in summer (grass.) 
An auto race "around the world with no stops is greatly enjoyed 
by the children." 

In a bag or box place squares of paper or cardboard on each 
of which is written one of the different phonograms already 
drilled upon. Have the children draw, one at a time and see 
how many new words can be formed. 

Draw the front of a house on the blackboard and write 
a phonogram, as, ear on the door-plate. Have the children find 
how many children in Mr. Ear's house. 

When the children are ready for it the words formed in this 
way may be used for quick oral spelling. Dictate the words of 
a group to a child as rapidly as he can spell them. 

This work should all be done during the period set aside on 
the daily program for phonics. 



43 



TRANSITION FROM SCRIPT TO PRINT AND 
WORD REVIEW 

The five lessons which follow may be given as a review of all 
words developed, also for transition from script to print. 

The following is the order in which the words are reviewed : 

LESSON I from LESSON 1 to 8 

II " " 9 to 16 

III " ■" 17 to 23 

IV " " 24 to 30 

V " " 31 to 40 

When the children know the foundation words and are able to 
recognize all the words in these five lessons, also read the senten- 
ces quickly and intelligently, they will be able to read any primer 
or easy first book. 

Change the position of the words in the sentences frequently 
so as to give the children no opportunity to memorize the lessons. 

LESSON I. 

1. Look at baby, mamma. 

2. See my pretty doll. 

3. I like to play. 

4. May has a big sister. 

5. Tom is her brother. 

6. He can spin his top. 

7. May, roll your hoop. 

8. Alice is going to school. 

9. Good morning, Fred. 

10. Fly to your nest, little bird. 

11. Did Frank go to school? 

12. Run, little mouse. 

13. Kitty likes to catch mice. 

14. Robin in the cherry tree. 
Sing a song to me. 

44 



LESSON II. 

1. How do you do, little girl? 

2. How do you do, little boy? 

3. Good-by, Grace and John. 

4. Throw the ball back, Willie. 

5. Jack is papa's horse. 

6. Ned is my pony. 

7. They eat oats. 

8. Our cow gives sweet milk. 

9. I gave her a drink of water. 

10. Tip, the dog, can do tricks. 

11. He can beg for meat. 

12. The goldfish can swim with its fins. 

13. I got this rose in the garden. 

14. Did you get a lily, too? 

LESSON III. 

1. Wash your face and hands. 

2. Be clean. Be neat. 

3. Did the bell ring. 

4. Am I late for school? 

5. No, you will be in time. 

6. I learn to read and spell. 

7. I write with a pen. 

8. I do not blot my paper. 

9. Pick a red maple leaf. 

10. Pick some green oak leaves. 

11. Rain helps flowers grow. 

12. How green the grass is ! 

13. The sun is in the sky. 

14. The round moon gives light. 

LESSON IV. 

1. Can you sew, Rose? 

45 



2. Yes, I made a dress for dolly. 

3. Doesn't baby ever cry? 

4. She cries when she is sick. 

5. Grandpa keeps hens. 

6. The ducks are in the barn. 

7. Thank you for. the corn, Tom. 

8. Put the eggs in the basket. 

9. See my new flag. 

10. Three cheers for the stars and stripes. 

11. My doll house has windows. 

12. I can sit at the front door. 

13. Grandma gave me a set of dishes. 

14. I have little chairs and a table. 

LESSON V. 

1. Dolly's clothes are in the tub. 

2. I rub soap on them. 

3. See Mother Hen and her chickens. 

4. They sleep under her wings. 

5. Squirrels like nuts and acorns. 

6. They get them for the winter. 

7. Bees make honey. 

8. Mother bees do not work. 

9. I found a buttercup and daisy. 

10. Did you find them in the field? 

11. Uncle Jack gave me a bicycle. 

12. It was a birthday present. 

13. Do not hurt butterflies or caterpillars. 

14. See my cups, saucers, and plates. 

15. I have knives, forks, and spoons. 

16. The teapot and sugar-bowl are on the table. 

17. Please ask mother for some tea. 

46 



ESSENTIALS TO SUCCESS 

1. Order. 

"No teacher can instruct a class effectively until she can secure 
good order and respectful attention without any difficulty." 

2. Attention. 

"The teacher who can get and hold the attention of her class 
from the beginning to the end of a lesson may be sure of good 
results in that lesson." 

3. Enthusiasm. 

"Nothing is so contagious as enthusiasm ; nothing great was 
ever accomplished without it, and none are so old as those who 
have outlived it." 

4. Sympathy. 

"The best teacher is she who has the head of a woman and the 
heart of a child. The power to feel as a child is the only way to 
feel with children. 

5. Patience with the slow ones. 

"The true teacher never ridicules stupidity nor jeers at the slow 
ones, for this not only engenders fear, but she realizes that among 
the seeming dunces there may be a second Walter Scott." 

6. Don't worry. 

"Don't worry. A day of worry is more exhausting than a week 
of work." 

7. Keep the children steadily and profitably employed. 
"Idleness is the fountain of disorder in the schoolroom." 



47 



♦VOCABULARY OF FIRST GRADE 



1 


2 


3 


4 


doll 


top 


bird 


fish 


see 


spin 


tree 


fins 


play 


hoop 


nest 


swim 


look 


roll 


fly 


gold 


baby 


big 


flew 


likes 


5 


6 


7 


8 


pretty 


mouse 


do 


cherry 


ball 


mice 


did 


robin 


round 


catch 


girl 


sing 


throw 


caught 


boy 


song 


back 


kitty 


good-by 


think 


9 


10 


11 


12 


go 


cow 


dear 


give 


went 


milk 


papa 


gave 


try 


sweet 


horse 


oats 


name 


drink 


pony 


eat 


gone 


water 


good 


feed 


13 


14 


15 


16 


ride 


read 


school 


paper 


rode 


write 


time 


pen 


dog 


spell 


bell 


ink 


beg 


books 


ring 


blot 


meat 


learn 


late 


teacher 


17 


18 


19 


20 


face 


apple 


rose 


grass 


hands 


oak 


lily 


flowers 


wash 


pick 


garden 


rain 


clean 


leaf 


get 


helps 


neat 


leaves 


got 


grow 


*Also 


"foundation" words. 







48 



21 


22 


23 


24 


grandpa 


sun 


dolly 


sew 


keeps 


moon 


sick 


make 


hens 


gives 


cross 


made 


ducks 


light 


cry 


dress 


barn 


sky 


cries 


like 


25 


26 


27 


28 


new 


tub 


bee 


house 


flag 


rub 


bees 


door 


cheers 


soap 


mother 


front 


stars 


hang 


honey 


window 


stripes 


line 


work 


sit 


29 


30 


31 


32 


chair 


cup 


birthday 


take 


table 


saucer 


present 


took 


dish 


plate 


uncle 


come 


set 


spoon 


brother 


came 


box 


ask 


sister 


sleep 


33 


34 


35 


30 


tell 


eggs 


squirrel 


thank 


told 


find 


nut 


live 


hear 


found 


acorn 


loves 


heard 


put 


winter 


wish 


wake 


basket 


fed 


want 


37 


38 


39 


40 


one 


six 


red 


yellow 


two 


seven 


blue 


gray 


three 


eight 


green 


pink 


four 


nine 


black 


brown 


five 


ten 


white 


violet 



49 



41 


42 


43 


44 


great 


long 


buttercup 


chicken 


small 


short 


butterfly 


wings 


please 


high 


daisy 


warm 


dark 


low 


summer 


bed 


bright 


right 


left 


worm 






felt 


fight 


45 


46 


47 


48 


slow 


first 


just 


within 


fast 


last 


while 


without 


week 


day 


young 


into 


next 


to-day 


old 


upon 


year 


self 


still 


after 


best 


selves 


well 


before 


49 


50 


51 


52 


cold 


talk 


must 


both 


hot 


walk 


might 


other 


half 


speak 


quick 


only 


whole 


smell 


best 


few 


hard 


feel 


strong 


think 


soft 


dance 


weak 


know 



50 



OCT 30190? 



